어머니의 양육행동이 초등학생의 학교생활적응에 미치는 영향

김두규(Du-Gyu KIM),강문숙(Mun-Suk KANG) 한국수산해양교육학회 2017 水産海洋敎育硏究 Vol.29 No.2

The purpose of this study was to test the mediated effects of emotional regulation in the relations between maternal parenting and childrens adaptation to school life of elementary school students. Three-hundred Seven elementary school students completed the maternal parenting scale, the emotional regulation scale, and the adaptation to school life scale. In order to find to identify how maternal parenting, emotional regulation were related with their adaptation to school life, Pearson correlation coefficients were used in the computation. To examine the effects of maternal parenting, emotional regulation on adaptation to school life, multiple regression analyses were conducted. To examine whether emotional regulation as a mediating variable in the process that maternal parenting is influencing childrens adaptation to school life, hierarchical regression analyses were performed. The results of this study were summarized as follows. First, the analysis of the relationship of maternal parenting, emotional regulation with adaptation to school life shows that there is a significant positive correlation between maternal parenting, emotional regulation and adaptation to school life. Second, in the multiple regression analysis with maternal parenting and emotional regulation as a predictor and adaptation to school life as an outcome variable it has been shown that the emotional regulation were significant in adaptation to school life, but maternal parenting were not significant in adaptation to school life. The higher the emotional regulation is the better can children adapt themselves to school life. Third, the analysis on the mediating effects of emotional regulation in the relationship of maternal parenting and adaptation to school life showed that emotional regulation full mediates the relationship of maternal parenting with adaptation to school life.

초등학생이 지각한 어머니의 양육태도와 학교생활적응간의 관계에서 또래유능성의 매개효과

김두규,한현우,장소은 한국수산해양교육학회 2017 水産海洋敎育硏究 Vol.29 No.6

The purpose of this study was to test the mediated effects of peer competence in the relations between maternal parenting and children's adaptation to school life of elementary school students. Three-hundred Seven elementary school students completed the maternal parenting scale. To examine the effects of maternal parenting, peer competence on a adaptation to school life, regulation on adaptation to school life, multiple regression analyses were conducted. To examine whether emotional regulation as a mediating variable in the process that maternal parenting is influencing children's adaptation to school life, regression analyses were conducted To examine whether peer competence as a mediating variable in the process that maternal parenting is influencing children's adaptation to school life, hierarchical regression analyses were performed. The results of this study were summarized as follows. First, the analysis of the relationship of maternal parenting, peer competence with adaptation to school life shows that there is a significant positive correlation between maternal parenting, peer competence and adaptation to school life. Second, in the multiple regression analysis with maternal parenting and peer competence as a predictor and adaptation to school life as an outcome variable it has been shown that the peer competence were significant in adaptation to school life, but maternal parenting were not significant in adaptation to school life. The higher the peer competence is the better can children adapt themselves to school life. Third, the analysis on the mediating effects of peer competence in the relationship of maternal parenting and adaptation to school life showed that peer competence full mediates the relationship of maternal parenting with adaptation to school life. These results indicate that peer competence would serve as mediators in the relational model with maternal parenting as a predictor and adaptation to school life as an outcome variable.

초등학생이 지각한 어머니의 양육태도와 학교생활적응 간의 관계에서 공감력의 매개효과

김두규,강문숙 부산대학교 교육발전연구소 2017 교육혁신연구 Vol.27 No.1

Purpose: The purpose of this study was to test the mediated effects of empathy in the relations between children's perception of maternal parenting and children's adaptation to school life of elementary school students. Method: Elementary school 307 students completed the maternal parenting scale, the empathy scale, and the adaptation to school life scale. The collected-data were analyzed by in order to identify how maternal parenting, and empathy were related with their adaptation to school life, Pearson correlation coefficients were used in the computation. To examine the effects of maternal parenting and empathy on adaptation to school life, multiple regression analyses were conducted. To examine whether empathy as a mediating variable in the process that maternal parenting is influencing children's adaptation to school life, hierarchical regression analyses were performed. Results: The relationship between maternal parenting, empathy shows that there is a significant positive correlation between maternal parenting, empathy and adaptation to school life. Second, in the multiple regression analysis with maternal parenting and empathy as a predictor and adaptation to school life as an outcome variable it has been shown that the empathy were significant in adaptation to school life, however maternal parenting were not significant in adaptation to school life. The higher the emotional power, the better the adaptation to school life. Conclusion: For the mediating effects of empathy in the relationship the data demonstrate that of maternal parenting and adaptation to school life showed that empathy full mediates the relationship of maternal parenting with adaptation to school life. 연구목적: 이 연구는 학생이 지각한 어머니의 양육태도, 공감능력이 초등학생의 학교생활적응과 어떤 관계가 있는지 살펴보고 어머니의 양육태도와 학교생활적응의 관계가 초등학생의 공감력에 의해 매개되는지를 알아보는데 목적이 있다. 연구방법: 부산광역시 2개 초등학교 5,6학년 남(151명, 49.2%), 여(156명, 50.8%) 307명을 대상으로 상관분석, 중다회귀분석, 위계적 회귀분석을 하였다. 연구결과: 첫째, 어머니의 양육태도, 공감력과 학교생활적응 간에는 유의미한 정적 상관을 보였다. 둘째, 어머니의 양육태도, 공감력을 예언변인으로 하고 학교생활적응을 준거변인으로 한 중다회귀분석에서 공감력은 학교생활적응에 유의한 영향을 미쳤으나, 어머니의 양육태도는 학교생활적응을 유의하게 설명하지 못하는 것으로 나타나 공감력이 높을수록 학교생활에 적응을 잘 한다고 할 수 있다. 셋째, 어머니의 양육태도와 학교생활적응과의 관계에서 공감력의 매개효과를 검증한 결과 공감력은 어머니의 양육태도와 학교생활적응 간의 관계를 완전 매개하는 것으로 나타났다. 논의 및 결론: 초등학생의 학교생활적응에 영향을 미치는 요인으로 공감력이라는 개인적 요인과 가족환경 요인인 어머니의 양육태도와의 통합적 관계를 살펴보았다는 점에서 의의가 있을 것이다.

청소년이 지각한 자아탄력성 및 사회적 지지가 학교생활적응에 미치는 영향에 관한 연구

곽민경(Kwak, Min-Kyung),서보준(Seo, Bo-Jun) 한국복지행정학회 2011 복지행정논총 Vol.21 No.1

본 연구는 조손가정 청소년이 지각한 자아탄력성 및 사회적 지지가 학교생활 적응에 어떠한 영향을 미치는지를 탐색하고자 하였고, 이를 위해 대구지역 학교의 조손가정 청소년을 중심으로 중학생과 고등학생 137명을 대상으로 하였다. 이 중 불충분한 응답 등 기타 부적합한 2명의 자료를 제외한 최종 135명의 질문지를 최종 연구대상으로 하여 분석하였다. 자료의 분석은 SPSS 통계 프로그램을 통해서 분석하였으며 분석결과는 다음과 같다. 첫째, 조손가족 청소년이 지각한 자아탄력성과 학교생활적응의 차이에서는 통계적으로 유의미한 차이가 있는 것으로 나타났다. 둘째, 조손가정 청소년이 지각한 사회적 지지와 학교생활적응의 차이에서도 통계적으로 유의미한 차이가 있는 것으로 나타났다. 셋째, 조손가정 청소년의 학교생활적응과 관련하여 자아탄력성 간의 상관관계는 통계적으로 유의미한 정적상관이 있는 것으로 나타났다. 넷째, 조손가정 청소년이 지각한 자아탄력성이 학교생활적응에 미치는 영향에 있어서는 통계적으로 유의미한 것으로 나타났다. 즉 이러한 결과는 자아탄력성이 높을수록 학교생활적응을 더 잘 할 수 있다는 것을 의미한다. 다섯째, 조손가정 청소년의 학교생활적응과 관련하여 사회적 지지 간의 상관관계를 살펴보면 통계적으로 유의미한 정적상관이 있는 것으로 나타났다. 여섯째, 조손가정 청소년이 지각한 사회적 지지가 학교생활적응에 미치는 영향에 있어서는 통계적으로 유의미한 것으로 나타났다. 즉 이러한 결과는 사회적 지지가 높을수록 학교생활적응을 더 잘 할 수 있다는 것을 의미한다. 일곱째, 조손가정 청소년이 지각한 자아탄력성이 학교생활적응에 미치는 영향력과 조손가정 청소년이 지각한 사회적 지지가 학교생활적응에 미치는 영향력 간의 차이를 분석한 결과 학교생활적응의 하위변인인 교우관계, 규칙준수에서는 조손가정 청소년이 지각한 사회적 지지가 자아탄력성에 비해 학교생활적응에 미치는 영향력이 상대적으로 높게 나타났다. 따라서 부모의 돌봄을 제대로 받지 못하고 조부모로부터 양육 받는 조손가정 청소년들의 자아탄력성 및 사회적 지지의 향상과 이로 인해 학교생활적응을 잘 할 수 있도록 세심한 배려와 관심을 기울여야 할 것이다. This study was designed to explore how the self-flexibility and the social support felt by the teenagers living in the grandparents-children families(G-C families) affect their adaptation to school life. For this research, 137 middle and high school students from the family background were sampled. The analysis was conducted based on 135 questionnaires except for two which were considered to be inappropriate due to insufficient answers. An SPSS statistical analysis program processed the collected data and the results are as follows. First, it turned out that there was a statistically meaningful difference in the correlation between the self- flexibility the teenagers in G-C families felt and their school life adaptation. Secondly, it proved that there was a statistically meaningful difference in the correlation between the social support felt by the G-C family teenagers and their school life adaptation. Thirdly, the statistical results showed that the self-flexibility the teenagers in G-C families felt and their school life adaptation were positively correlated. Fourth, the influence the self-flexibility felt by the teenagers in G-C families had on their school life adaptation proved to be statistically meaningful; the higher the self-flexibility was, the more successful their school life adaptation was. Fifth, according to the statistical results, the social support the teenagers in G-C families felt and their school life adaptation were also positively correlated. Sixth, the influence the social support felt by the teenagers in G-C families had on their school life adaptation turned out to be statistically meaningful; the higher the social support was, the more successful their school adaptation was. Seventh, the analysis on the difference between the influences the self-flexibility and the social support felt by the G-C family teenagers had on their school life adaptation showed that the social support had a stronger impact on the lower variations related to school life adaptation such as their relationships with peers, and rules observance than the self-flexibility did. Therefore, careful concern and close attention should be paid to help improve the self-flexibility and the social support for the teenagers in G-C families devoid of parents care and to monitor their adaptation to school life.

학교스포츠클럽 참여가 초등학생의 학교생활 적응도 및 만족도에 미치는 영향

김태진,조욱상 한국스포츠학회 2015 한국스포츠학회지 Vol.13 No.4

This study is intented to emphasizes the necessity of providing the base data to suggest the right direction for the following reasons. Firstly, by analysing how a participation of sports club as a root of P.E. class in elementary school can affect on adapting the school life, it is important to offer the solution for problems like violence behavior, runaway from home, and a suicide caused by failure of adapting school life considered one of most controversial social issues. Secondly, by examining how students' satisfaction level is related with participating in school sports club, this study helps to improve students' satisfaction for school life and to integrate school P.E class with sports for all. This study is involved with 316 participants of school sports club who are 5th and 6th grade elementary school students in Gwangju area. And it is conducted to investigate how participation in school sports club can affect on adaptation and satisfaction to school life. Firstly, school adaptation depending on genders partially shows differences from three factors, school life adaptation, friendship with classmates, and class adaptation among 5 sub-factors. According to the analysis of school life adaptation upon grade, four sub-factors-adaptations of school life, environmental, friendship, and teacher are meaningful excepting adaptation for class and higher adaptation result in 6th grade participants than 5th grade. Secondly, school life satisfaction depending on genders partially differ shows differences. For example, female students tend to content more with friendship, class, school environment, and school events than male ones. In case of satisfaction for teachers, there are no differences statistically. 5th grade students shows higher contentment in all factors than 6th grade on school life satisfaction. Thirdly, corelation analysis about general characteristics and participating type, school adaptation, and satisfaction of participants for school sports club results in the difference between school life adaptations, especially in school life, environment adaption, satisfaction factors quantitatively.

고등학생의 학교생활적응과 진로성숙과의 관계에서 자아존중감의 매개효과에 관한 연구

정주원 한국가정과교육학회 2014 한국가정과교육학회지 Vol.26 No.1

“Career maturity” is very crucial for high school students since it has an impact on their career path and decision-making. Not only that, it is also important in self-realization and happiness as well as maximizing human resources. When it comes to understanding high school students' career path, it is necessary to know how they perceive school life since they spend most of their time in school. It's also vital to observe in the perspective of students' personal growth. This study seeks to understand the relationship between “adaptation to school life” “self-esteem” and “career maturity”. To accomplish this, the 7th additional surveys conducted by Welfare Panel Study were used. The survey was conducted among 496 high school students in order to come up with descriptive statistics and correlation between “adaptation to school life” and “self-esteem” as well as the level of “career maturity”. Hierarchical multiple regression analysis was used to understand the effects of “adaptation to school life” and “self-esteem” on “career maturity.” The Baron and Kennny mediation analysis were used to understand the effects when the mediating role of “self-esteem” comes into the relationship between “adaptation to school life” and “career maturity”. The results of the analysis are as follows: First, the average age for high school students' “career maturity” is 2.07, while it is 1.91 for “self-esteem”. For “adaptation to school life,” the relationship between “obedience to school regulations” and “relationship with friends” was relatively higher than the relationship between “attitude toward school life” and “interest in school life” Second, high school students' “career maturity” “adaptation to school life” and “self-esteem” were thought to be statistically meaningful since it showed that they had a positive relationship with each other. Third, “interest in school life” “attitude toward school life” and “obedience to school life” and “relationship with friends” in which all of these are the sub factors for “adaptation to school life” together with “self-esteem” had an influence on high school students' “career maturity”. Lastly, the relationship between “adaptation to school life” and “career maturity” was proved to be influenced by the partial mediating role of “self-esteem”. As the study seeks to find relationships and the factors that affect high school students' “career maturity” meaningful information is given out for the development and progress of educational programs for “career maturity”. This was done by understanding the fundamental and systematic approach towards “career maturity” in the students' perspective. 진로의 결정이 중요하게 작용하는 고등학생에게 있어 진로성숙은 개인적인 자아실현과 행복을 위해서만이 아니라 국가 인적자원의 극대화를 위해서도 매우 중요하다. 대부분의 시간을 학교에서 보내는 고등학생의 진로에 대한 이해는 학생의 측면에서 그들이 인지하는 학교에 대한 생각과 개인적인 성장의 관점에서 바라봄이 필요하다. 이에 본 연구는 고등학생의 진로성숙을 학교생활 적응과 자아존중감과의 관계에서 파악해 보고자 7차년도 한국복지패널의 부가조사 자료를 이용하였다. 고등학생 496명을 분석대상으로 학교생활적응, 자아존중감, 진로성숙의 정도와 관계를 파악하고자 기술통계 및 상관관계분석을 하였으며, 학교생활적응과 자아존중감이 진로성숙에 미치는 상대적 영향력을 살펴보고자 위계적 중다회귀분석을, 학교생활적응과 진로성숙간의 관계에서 자아존중감의 매개변인 역할을 파악하고자 Baron과 Kennny의 매개효과분석법과 Sobel test를 실시하였다. 연구결과는 다음과 같다. 첫째, 고등학생의 진로성숙은 평균 2.07이며, 자아존중감은 1.91로 나타났으며, 학교생활적응에서는 학교규범준수와 친구관계가 학교생활태도, 학교생활흥미보다 상대적으로 높게 나타났다. 둘째, 고등학생의 진로성숙, 학교생활적응, 자아존중감은 통계적으로 유의미한 정적상관관계가 있는 것으로 나타났다. 셋째, 학교생활적응의 하위영역인 학교생활흥미, 학교생활태도, 학교규범준수, 친구관계와 자아존중감은 고등학생의 진로성숙에 유의한 영향을 미치는 요인으로 밝혀졌다. 넷째, 학교생활적응과 진로성숙과의 관계에서 자아존중감의 부분매개효과가 검증되었다. 고등학생의 진로성숙에 미치는 영향력과 관련성을 파악한 본 연구는 학생측면에서 진로성숙을 위한 근본적이고 체계적인 접근을 이해하게 함으로써, 진로성숙 교육 프로그램 개발과 진행에 의미 있는 정보를 제공할 것이다.

청소년의 대인관계와 학교생활적응 -자존감의 조절효과를 중심으로-

김희진 ( Hee Jin Kim ),최장원 ( Jang Won Choi ),이지현 ( Jee Hyun Lee ),( Atterraya Madhu Sudhan ) 아시아.유럽미래학회 2012 유라시아연구 Vol.9 No.1

This study was designed to examine juvenile interpersonal relations by the factors which affect juvenile school adapting matter. Then, it tried to understand the influence of juvenile interpersonal relationship on school adapting issue by dividing into 3 groups of their relationship pattern. 3 groups consist of their relationship with peers, teachers and parents. In addition to, it tried to verify the influence of self-esteem level on adapting to school life. This is an attempt to compare what types of relative effects the relationships with parents, peers and teachers have on school life adaptation, and to look for methods that can resolve school life adaptation issues arising from such relationship. According to precedent studies, self-esteem is an important variable that must be considered for the adaptation of youths. So, self-esteem was inserted as a moderator variable. This study was done based on the survey “research of juvenile friendship and school life”, which was conducted by National Youth Policy Institute in 2008. The data of this research is collected by self-report questionnaire survey, and analyzed the best answered 2,176 data among them. Essential outcome of the study is as follow. First, primary average of juvenile inter-relationship with peer group is 3.12 point, 2.96 with parents, and 2.22 with teachers. Second, it reveals that each of the relationship levels (peers, teachers and parents) gets rises, the level of adapting school life also gets rises. Third, juvenile self-esteem has meaningfully influenced on raising level of school adaptation. Statistically, there was no significant moderating effect of self-esteem between the level of relationship with peers, parents and level of adapting school lives. However, the moderating effect of self-esteem between the level of relationship with teachers and level of adapting school life proved that the level of relationship with teachers have positive effects on level of adapting to school life. This study presents practical suggestions for intervening in school adapting issue based on the results. First, to improve juvenile adapting to school life, it has to be preceded improving juvenile inter-relationship such as relationship between peers, teachers and parents. In case of youths who seem to have problems on the school life adaptation, the level of relationships among 3 types of relationship be examined first. Then, we have to find relationships that youths are comparatively vulnerable. In particular, for youths who are vulnerable in all 3 types of relationship, systematic analysis and evaluations, comprehensive counselling and interventions are essential for improving the level of relationships for youths. Second, to improve adapting to school life for juvenile, it is requested to proceed simultaneously, the intervention which is raising juvenile`s self-esteem improving their relationship with teacher. In other words, for youths who are having difficulties with school life adaptation due to a low level of relationships with teachers, interventions should be made to improve the relationship with teachers first. In addition, interventions should be made to improve self-esteem so that youths can make positive evaluations of one`s personality, ability and value. The effectiveness of cognitive-behavioral therapies and solution-focused therapies for increasing self-esteem is being reported, and there is a need to conduct appropriate programs and verify such programs` effectiveness. In addition, focused case managements for youths who are shown to have problems through investigations on self-esteem and personal relationships should be conducted. Among such students, treatment interventions should be applied to those who have school life maladjustment, and preventive interventions should be applied to those students who have yet to show maladjustment but have such elements within. The following are suggestions for follow-up studies that are required in a future. First, effects on school life adaptation according to detailed sub-properties of relationships with peers, teachers and parents that affect school life adaptation should be grasped. Next, studies should be taken place to grasp the cause of moderating effect that was shown between relationships with teachers and school adaptation life, which was not shown in relationships with peers or parents.

그룹홈 청소년과 일반가정 청소년의 일상생활스트레스가 학교생활적응에 미치는 영향에 관한 비교연구 -대구광역시 청소년을 중심으로-

서보준,김명자 미래를 여는 청소년학회 2010 미래청소년학회지 Vol.7 No.4

This study was designed to figure out how the stress of daily life affects teenagers from Group Homes (GH) and conventional families in regard to their school life. For this research, 49 GH teenagers, all of whom were reported to be living in the Daegu area, and 51 teenagers from conventional families were sampled and surveyed. An SPSS statistical analysis program processed the collected data and the results are as follows. First, the level of everyday life stress in GH teens turned out to be higher than that of teenagers from conventional families. This means that GH teenagers were more exposed to the various types of daily life stress than teenagers from conventional families were. Secondly, the statistical results showed that in terms of the adaptation of GH adolescents to school life, their daily life stress was negatively correlated. This means that the higher their stress was, the more negative an impact it had on their school life adaptation. Thirdly, when it came to the influence the daily life stress in GH teenagers had on their school life adaptation, the explanatory degree of daily life stress concerning school life adaptation turned out to be high, 40% to 60 % of which was directed to most of the lower variations. Fourth, it proved that the school life adaptation of teenagers from conventional families had little to do with such aspects of daily life stress as transportation, wealth, collective life, and surroundings in terms of statistically significant correlations. This showed that teenagers from conventional families were less exposed to the various types of daily life stress than GH teenagers were. Fifth, although all factors of daily life stress in teenagers from conventional families were negatively correlated to the relationships with teachers, it did not affect their relationships with peers, academic activities, rules observance, and the recognition of the school environment. This showed that adolescents in teenagers from conventional families adapted themselves to school life better than those from GH. Sixth, as for the school life adaptation of adolescents, only parents-related stress among many other lower variations related to daily life stress, influenced school life adaptation. Seventh, on the whole, it was the daily life stress of GH teenagers that had a negative impact on their school life adaptation. 본 연구는 그룹홈 청소년과 일반가정 청소년의 일상생활 스트레스가 학교생활적응에 어떠한 영향을 미치는지를 알아보고자 하였고, 이를 위해 그룹홈 청소년 49명(대구광역시 지역 소재에 신고 된 그룹홈 청소년 전체인원)과 일반청소년 51명을 조사하였으며, 수집된 자료는 SPSS 통계 프로그램을 통해서 분석하였으며 분석결과는 아래와 같다. 첫째, 그룹홈 청소년의 일상생활 스트레스 수준이 일반가정 청소년의 일상생활 스트레스 수준보다 높은 것으로 나타났다. 이것은 그룹홈의 청소년들이 일반가정 청소년들보다 다양한 일상생활 스트레스에 많이 노출되어져 있음을 의미한다. 둘째, 그룹홈 청소년의 학교생활적응과 관련하여 일상생활 스트레스 간의 상관관계는 통계적으로 유의미한 부적상관이 있는 것으로 나타났다. 이것은 일상생활 스트레스가 높을수록 학교생활적응에 부정적인 영향을 미친다는 것을 의미한다. 셋째, 그룹홈 청소년의 일상생활 스트레스가 학교생활적응에 미치는 영향에 있어서는 일상생활 스트레스가 학교생활적응을 설명하는 설명량이 대부분의 하위변인에서 40~60% 정도의 설명량을 나타내어 높은 설명량을 보였다. 넷째, 일반가정 청소년의 학교생활적응 간의 상관관계에서 교통 및 경제적 스트레스, 공동생활 스트레스, 주변환경 스트레스 간의 상관관계에 있어서 통계적으로 유의미한 상관이 없는 것으로 나타났다. 이것은 일반가정의 청소년들이 그룹홈 청소년들보다 일상생활 스트레스에 상대적으로 적게 노출되어 있음을 의미한다. 다섯째, 일반가정 청소년의 일상생활 스트레스 전체와 담임교사와의 관계는 유의미한 부적상관이 있는 것으로 나타났으나, 일상생활 스트레스 전체와 교우관계, 학습활동, 규칙준수, 학교환경지각의 관계는 상관이 없는 것으로 나타났다. 이것은 일반가정의 청소년들이 그룹홈 청소년들보다 학교생활적응을 더 잘 하고 있음을 의미한다. 여섯째, 일반가정 청소년들의 학교생활적응에 있어서 일상생활 스트레스 하위변인인 보호자관련 스트레스만 학교생활적응에 영향을 미치는 것으로 나타났다. 일곱째, 그룹홈 청소년과 일반가정 청소년의 학교생활적응에 있어서는 전체적으로 그룹홈 청소년의 일상생활 스트레스가 학교생활적응에 부정적으로 많은 영향을 미치는 것으로 나타났다.

중학생의 자유학기제 만족이 진로성숙 태도에 미치는 영향에서 학교생활적응의 매개효과 분석

황연우,유평수 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.11

Objectives This study explored the mediating effect of school life adaptation in the effect of free semester system satisfaction by grade on career maturity attitude in order to draw policy implications for career development of middle school students by exploring the linkage effect of free semester system in middle school. Methods To this end, data were collected through a survey on the satisfaction of free semester system, career maturity attitude, and school life adaptation variables for 417 students in 9 middle schools in Jeonbuk-do Province, and the results were analyzed by SPSS 24.0 program. Results As a result of the analysis, free-semester satisfaction decreased as grades increased, but career maturity attitude and adaptation to school life were in the order of 2nd, 1st, and 3rd grade. In 1st and 3rd graders, free-semester satisfaction had a direct effect on career maturity attitude and adaptation to school life, respectively. In addition, free-semester satisfaction and adaptation to school life had an effect on career maturity attitude, and the mediating effect of adaptation to school life was also verified in the relationship between free-semester satisfaction and career maturity attitude. However, in the second grade, free-semester satisfaction had no effect on career maturity attitude and adaptation to school life, and only adaptation to school life had an effect on career maturity attitude. Also, there was no mediating effect of adaptation to school life between free-semester satisfaction and career maturity attitude. Conclusions The conclusions based on the research results are as follows. First, it is necessary to reconsider unit schools, community networks, and government-wide cooperation systems to increase satisfaction with the free semester system. Second, it is necessary to apply a grade-level approach to career education. Third, it is necessary to support adaptation to school life so that middle school students can cultivate career development. 목적 이 연구는 중학교 자유학기제의 연계효과를 탐색하여 중학생의 진로발달을 위한 정책적 시사점을 도출하기 위해 학년별 자유학기제 만족이 진로성숙 태도에 미치는 영향에서 학교생활적응의 매개효과를 탐색하였다. 방법 이를 위해 전라북도 9개 중학교 학생 417명을 대상으로 자유학기제 만족, 진로성숙태도, 학교생활적응변인에 대한 설문조사를 통해 자료를 수집하여 SPSS 24.0 프로그램으로 결과를 분석하였다. 결과 분석결과 자유학기제 만족은 학년이 높아지면서 낮아졌지만 진로성숙 태도와 학교생활적응은 2학년, 1학년, 3학년 순이었다. 1학년과 3학년은 자유학기제 만족이 진로성숙 태도와 학교생활적응 각각에 직접적인 영향을 미쳤다. 또한 자유학기제 만족과 학교생활적응이 진로성숙 태도에도 영향을 미쳤고, 자유학기제 만족과 진로성숙 태도의 관계에서 학교생활적응의 매개효과도 검증되었다. 그러나 2학년은 자유학기제 만족이 진로성숙 태도와 학교생활적응 각각 영향이 없었고, 학교생활적응만 진로성숙 태도에 영향을 미쳤다. 또한 자유학기제 만족과 진로성숙 태도 사이의 학교생활적응의 매개효과도 없었다. 결론 연구결과에 따른 결론은 다음과 같다. 첫째, 자유학기제 만족을 높이기 위한 단위학교, 지역사회 네트워크, 범정부적 협력체계에 대한 재고가 필요하다. 둘째, 진로교육에 대해 학년별 접근법을 적용할 필요가 있다. 셋째, 중학생의 진로발달을 함양할 수 있도록학교생활적응을 지원하여야 한다.

아동의 자아탄력성이 학업스트레스와 학교생활적응에 미치는 영향

이쌍이(Ssang-Lee Lee),이수진(SuJin Lee) 국민대학교 교육연구소 2011 교육논총 Vol.30 No.-

본 연구는 초등학교 아동의 자아탄력성이 학업스트레스와 학교생활적응에 미치는 영향을 알아봄으로써 아동의 자아탄력성의 중요성을 확인하고자 하는데 목적이 있다. 본 연구는 경기도에 위치한 초등학교 6개교에 재학 중인 초등학생 6학년 300명을 대상으로 하였다. 본 연구의 결과는 다음과 같다. 첫째, 성별에 따른 자아탄력성, 학업스트레스, 학교생활적응 정도를 비교해 보면, 자아탄력성과 학업스트레스는 성별에 따른 차이가 없었으며, 학교생활적응에서는 여학생이 높게 나타났다. 둘째, 자아탄력성의 상하 수준에 따른 학업스트레스 정도를 비교해 보면, 자아탄력성이 높은 집단의 전체 학업스트레스가 낮았으며 이는 통계적으로 유의하였고(t=-3.47, p<.001), 학업스트레스 하위요인들 역시 자아탄력성이 높은 집단의 점수가 낮게 나타났다. 셋째, 자아탄력성 상하 수준에 따른 학교생활적응 정도를 비교해보면, 자아탄력성이 높은 집단의 전체 학교생활적응 점수가 높았으며 이는 통계적으로 유의하였고(t=13.31, p<.001) 학교생활적응의 하위 요인들 역시 자아탄력성이 높은 집단의 점수가 높게 나타났다. 넷째, 아동의 자아탄력성은 학업스트레스와 전체적으로 유의하게 높은 부적 상관(r=-.24, p<.01)을 보여 자아탄력성이 높을수록 학업스트레스가 낮은 것으로 나타났으며 아동의 자아탄력성은 학교생활적응과 매우 높은 정적 상관(r=.68, p<.01)을 보여 자아탄력성이 높을수록 학교생활적응을 잘하는 것으로 나타났다. 본 연구에서는 학업스트레스에 대처하고 학교생활적응을 돕기 위한 예방적 차원에서 자아탄력성 증진 프로그램 계발이 필요하고, 자아탄력성에 영향을 미치는 다양한 변인들에 대한 후속 연구가 이루어져야 할 것이다. This article aims to verify the importance of self-resilience by examining the effect of elementary school students self-resilience upon academic stress and school life adaptation. To achieve the goal, this study selected 300 elementary school sixth graders attending six elementary schools located in Gyeonggi-do. Thereby, this paper gained the following results. First, in the comparison of self-resilience, academic stress, and school life adaptation by sex, it was shown that self-resilience and academic stress did not differ by sex and girls indicated higher school life adaptation. Second, in the comparison of academic stress according to the degree of self-resilience, it was found that the group showing high self-resilience indicated lower overall academic stress, which was statistically significant (t=-3.47, p<.001), and the group with high self-resilience also gained lower scores in the subfactors of academic stress. Third, in the comparison of school life adaptation according to the degree of self-resilience, it was shown that the group with high self-resilience received a high score in overall school life adaptation, which was statistically significant (t=13.31, p<.001), and the group with high self-resilience also gained high scores in the subfactors of school life adaptation. Fourth, since children’s self-resilience had a significantly high negative correlation (r=-.24, p<.01) with academic stress in general, as self-resilience is higher, academic stress gets lower. And children’s self-resilience exhibited a very high positive correlation (r=.68, p<.01) with school life adaptation, so as self-resilience is higher, school life adaptation becomes better. Lastly, this study suggests that it is necessary to develop programs to improve self-resilience in the preventive dimension to relieve academic stress and support school life adaptation and also conduct follow-up researches on various variables affecting self-resilience.